• Using high-quality data helps administrators manage schools & districts to improve student achievement
  • Using high-quality data helps policymakers evaluate initiatives to improve student achievement
  • Using high-quality data helps teachers tailor instruction to improve student achievement
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2008 Survey Results by State

States have made remarkable progress in developing longitudinal data systems that can track student progress over time, from prekindergarten through 12th grade and into postsecondary education. This map shows how many of the 10 essential elements each state reports based on responses to the 2008 DQC survey of states about their current data collection systems. More About the 10 Essential Elements for States

Rollover or click a state below, or select from the menu:

Looking for Your School's Data?

We recommend the following sources: School Data Direct Ed Facts Great Schools


Spotlight

2009 Economic Stimulus Funding for Statewide Longitudinal Data Systems
New DQC Resource, Leveraging Federal Funding for Longitudinal Data Systems - A Roadmap for States, is now available.

The Next Step: Using Longitudinal Data Systems To Improve Student Success
DQC Launches Phase II

Featured Video

Using Data for Continuous Improvement
State progress on data systems and 10 actions states need to take.

Resource Library

Getting Started:

Call to Action

Building longitudinal data systems is the critical first step, but states must also be sure education stakeholders have access to, understand and be able to use the information effectively.

Building Data Systems:

Actions for States

Using Data Systems:

Actions for Policymakers

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